Communication support for international students

Abstract

This paper presents best practices derived from the first year of offering discipline-specific communication support to international students of Commerce at Dalhousie University. A literature review of Asian international student learning behaviours and needs and on pedagogical approaches reveals that ESL students require discipline-specific language and writing help. This assistance should occur within an educational environment that is culturally responsive and regards international students not as deficient in skills but as positive contributors to the academic community. International students would benefit from changes in pedagogical approaches, faculty and staff attention to discipline-specific language development, and the facilitation of cross-cultural peer relationships.